Lesson Name: Counting Cubes Stations Estimated Timeframe: 1 Day, Week 1

Lesson Name: Counting Cubes Stations Estimated timeframe: 1 Day, Week 1

Grading Period/Unit: 1st 9 Weeks CRM 1/ARC 1 Grade level/Course: 1st Math

Lesson Components
Lesson Objectives: Students will recognize and use familiar arrangements of objects (as seen on a dice or ten frame) to name their quantity.
Students will compose numbers into tens and ones.
Students will use manipulatives and pictures to represent numbers 1-20.
Students will read, write and identify numbers 1-20.
Language Objectives: The student will speak and write to identify numerical quantities using complete sentences throughout this activity.
Prior Learning: The student should be able to count at least 10 objects with one-to-one correspondence. The student should be able to identify numbers 0-20.
Standards(Texas Essential Knowledge and Skills):
1.2 Number and Operations. The student applies mathematical process standards to represent and compare whole numbers, with relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:
(A) recognize instantly the quantity of structured arrangements.
(B) use concrete and pictorial models to compose and decompose numbers up to 20 in more than one way as so many tens and so many ones.
C) use objects, pictures and standard forms to represent numbers up to 20.
1.3 Number and Operations. The students applies mathematical process standards to develop and use strategies for whole number addition and subtraction computation in order to solve problems. The student expected to:
(A) compose 10 with two or more addends with and without concrete objects.
College and Career Readiness:
I.A.2. Define and give examples of complex numbers.
IX.A.1. Use mathematical symbols, terminology and notation to represent given and unknown information in a problem.
IX.B.1. Model and interpret mathematical ideas and concepts using multiple representations.
Enduring Understandings:
· Numbers can be represented using objects, words, pictures and symbols.
· Counting tells how many objects there are altogether.
· Numbers can be used to tell the position of objects in a sequence.
· Numbers can be composed and decomposed in many ways.
· Our numeration system is based on relationships related to place value. / Essential Questions:
· How can you represent numbers?
· How can counting help us determine number relationships and numerical sequence?
· How does counting help you understand the position of a number in a sequence?
· How can you find out how many are in a set?
· How can you use a pattern to find a number of objects without counting?
· How can you use a number line or manipulatives to solve problems?
Vocabulary
Essential:
numbers 0-20, cubes/counters / Supporting:
ones, tens, compose, value, number line
Lesson Preparation
Engage (Grab-Bag Counting):
10 Counters for each pair of students (some groups may use 20)
Paper bag for each pair
Creations Station:
Connecting cubes, sorted by color
Creation Cards (Developing Number Concepts, BLM #7-12)
A supply of 2” by 3” pieces of paper
Number lines 1-20 ( Developing Number Concepts, BLM #29)
Make a Train Race:
Connecting cubes
Dot cubes or Number cubes
Yarn or string
How Many Does it Hold?:
Counters
Small jars, scoops, margarine tubs, cups, or other small containers
Fill-it worksheets ( Developing Number Concepts, BLM #58)
1-10 and 1-20 number lines ( Developing Number Concepts, BLM #28-29)
Find a Match:
Counters
10 margarine tubs or cups
Small dot cards or numeral cards( Developing Number Concepts, BLM #13, #16-17)
Closure:
Tell-Me-Fast Dot Cards (Developing Number Concepts,BLM#20-27)
Anchors of Support
Number lines (0-10, 0-20)
Differentiation Strategies
Special Education: Heterogeneous pairs and groups. Students can work on counting to 10 rather than 20 for each activity. Number lines can be given to students (1-10 or 1-20) to support their counting.
English Language Learners: Students can be given sentence stems for group and partner work, Ex: “I counted ______cubes/counters.”
Extension for Learning: Students who are able to identify numerals should be given a number cube rather than a dot cube for Stations 1-3.
21st Century Skills
Communicate clearly, collaborate with others, solve problems, work independently, work effectively in diverse teams
English Language Proficiency Standards:
2C. The student is expected to learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions.
3D. The student is expected to speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency.
Lesson Cycle
Engage
Grab Bag Counting- Explain to students that today we are going to practice our counting skills. Demonstrate to students a short game- fill a paper bag with 10 counters or cubes. Demonstrate grabbing a handful of counters and count with students how many counters were grabbed. Do this a couple times as a whole class. In pairs, students can each be given a paper bag with 10 counters and take turns grabbing and counting the counters. Once pairs seem to have mastered counting to ten, add ten more counters to their bag so they can practice counting counters to 20.
Lesson stages
Week 1 day 1
This lesson will be taught in stations. Create 4 groups of 4-5 students each. 3 of the groups will be working on group activities and 1 group will be doing a teacher-led activity. Each group can rotate to a station every 7-10 minutes. Students will need to be taught what to do in each station before rotation begins.
Station 1: Creations Station: Students use connecting cubes to build the creations pictured on the creation cards (BLMs #7-12) to gain practice with one-to-one correspondence and matching. Be sure the children understand that they must use the exact number of cubes shown on the cards and they must build each creation standing up rather than lying flat. Students who are ready to count and write numerals to 20 can be given a piece of paper to record the number of cubes they used to build each creation.
Station 2: Make a Train Race: In partners, students will practice counting as they race to see who can be the first to build a cube train of the predetermined length. Give each pair several lengths of yarn or string to establish the length of cube trains that the children will build. Aim for a length of about 30 cubes, although this can be varied to meet individual children's needs. Partners take turns rolling a dot or number cube and adding cubes to their train until they reach the specified length.
Station 3: How Many Does It Hold?: At the station, place counters and containers of various sizes- for example, small jars, scoops, margarine tubs, cups, etc. Label each container with a different color, shape or letter. The students fill the containers with counters. Then they count and record the number of counters in each container. To record the number in each container, a child writes the symbol of the container on one pictured tub on the Fill-It worksheet (BLM#58) and then writes the number of counters it contained beside it. Students should be given numbers lines (1-10, BLM#28; 1-20, BLM#29).
Station 4: Teacher Led Activity- Find a Match: In this activity, students will look for matching sets of dot cards and sets of counters, hidden under containers (margarine tubs or cups). Place dot cards showing numbers 1-10 (BLM#13) under 10 containers, and matching sets of counters (showing 1-10) under 10 containers. Lay out the containers, mixed up, in a grid formation. Have students take turns peeking under one container and then another look for a matching pair. A child who finds a match removes the pair of containers, counters, and dot card from the grid. A child who does not find a match replaces the counters under the containers in their original positions.
*Activities adapted from Developing Number Concepts by Kathy Richardson.
Closure Activity
Ask students to share some of the strategies they had for counting cubes/counters/dots quickly and accurately. (Some students may share that they simply counted one-to-one, while some may share how they recognized groups of counters or dots, which helped them count quickly.) You can use Tell-Me-Fast Dot Cards (BLM#20-27) to have students demonstrate how their strategies for counting quickly and accurately.
Check for Understanding (evaluation)
Formative: During observation of stations and during teacher-led activity:
· Does student use one-to-one correspondence while counting?
· Does student count objects up to 20 correctly?
· Is the student able to recognize arrangements of dot cards without counting each dot?
· Is student able to read, write and identify numbers 0-20?
· Is student able to use manipulatives to represent numbers to 20?
Summative: See Counting Cubes Student Assessment for end of unit assessment.